Fm s Teacher Manual 09

A Manual for Classroom TeachersA Manual for Classroom Teachers

Fundamental motor SkillSFundamental motor SkillS

An innovative manual designed for use by primary teachers in the teaching of fundamental motor skills, especial ly to students in their formative years.

The manual provides teachers with age appropriate skills benchmarks, teaching strategies and class master checklists.

The program has the capacity to teach students the skills necessary for lifelong participation in physical activity.




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Fundamental Motor SkillsA Manual for Classroom Teachers

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© State of VictoriaDepartment of Education, Victoria, 1996Printed May 1996Updated October 1996Reprinted 1999Updated as a web based resource in relation to the Victorian Essential Learning Standards 2009

ISBN 0 7306 8916 6

The Department of Education welcomes any use of this publication within the constraints of the Copyright Act. Provided acknowledgement is made to the source, Victorian government and non government schools are permitted to copy material freely for the purpose of teaching students in schools, or for communication with parents and others in the community. When a charge is authorised for supplying material, such charge shall be limited to direct costs only. When the material is to be sold for profit, then written authority must first be obtained.

Detailed requests for uses not specifically permitted by the Copyright Act should be submitted in writing to the Copyright Officer, Department of Education, GPO Box 4367, Melbourne Vic 3001, Australia.

Published by the Community Information Service, Department of Education,GPO Box 4367, Melbourne Vic 3001, Australia.

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CONTENTS

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Section A: Teaching Fundamental Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Physical and Sport Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

The Scope of Physical and Sport Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Fundamental Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Sequence of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Compatibility with the National Statements and Profiles and Victorian Curriculum and Standards Framework . . .6Critical Fundamental Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Issues in Teaching Fundamental Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Teaching for Mastery Versus Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Know What To Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Feedback is Critical for Learning to Occur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7How Long Does It Take To Master Fundamental Motor Skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Do Children Learn Best by Playing Motor Skill Games? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Physical Education Teaching Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Section B: Fundamental Motor Skills Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Purpose of the Fundamental Motor Skills Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Age and Sequence of Acquisition of Fundamental Motor Skill Components . . . . . . . . . . . . . . . . . . . .11

Administration and Scoring Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Student Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Suggested Administration Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Suggested Ideas For Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Safety Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Interpretation of Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

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Fundamental Motor Skills Assessment Procedures and Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . .15

Catch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Kick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Vertical Jump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Overhand Throw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Ball Bounce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Leap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Dodge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Punt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Forehand Strike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Two-Hand Side-Arm Strike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Appendices

Appendix A

Fundamental Motor Skills and their Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Appendix B

Warm-up Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Catch Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42French Tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Rats and Rabbits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Balance Tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Freight Train Tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Here, There and Everywhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Dodge and Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43One against Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Line Tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Appendix C

Methodology and Assessment Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Appendix D: Participants in the Study

Data Collection Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Advisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Participating Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

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F u n d a m e n t a l M o t o r S k i l l s

FOREwORd

The role of physical education in the school curriculum is to help students develop the competencies and beliefs

necessary for incorporating regular physical activity into their lives. Through involvement in a well-taught physical

education program, students can achieve physical and personal benefits.

An important part of a comprehensive physical education program is instruction in fundamental motor skills.

Fundamental motor skills, such as the run, leap, catch and overhand throw, form the building blocks which underpin

the learning of more complicated sport and movement skills common to the community. Without fundamental

motor skill competence, students are less likely to learn related sport and movement skills.

Fundamental motor skill competence has been shown to influence students in many ways. Students who have

achieved fundamental motor skill competence have been found to successfully participate in a range of sports and

movement activities and maintain involvement during childhood and adolescence. Regular involvement in sport

and movement activities lead to gains in health-related physical fitness. How students feel about themselves can

be influenced by their physical skills. Students who have achieved fundamental motor skill competence have been

found to perceive themselves as being competent, socially accepted and to have a positive attitude towards physical

activity. In essence, fundamental motor skill competence assists in preparing students for a healthy lifestyle.

The research for this manual was commissioned by the Victorian Department of Education in response to the

recognised need to assist primary classroom teachers improve the teaching and learning of fundamental motor

skills, particularly for students in the formative years of schooling.

This innovative manual has been designed specifically for use by classroom teachers in providing age appropriate

skills benchmarks, teaching strategies and checklists.

I would like to take this opportunity to acknowledge Dr Jeff Walkley, Dr Bernie Holland, Rose Treloar and Justen

O’Connor from the Department of Human Movement Science, RMIT, for their efforts in researching and writing

the manual, and to thank Dr Malcolm Rosier (Survey Design and Analysis Services) for his support.

To the project team, schools, students and parents throughout Victoria I offer my sincere thanks.

Stephen Elder

Parliamentary Secretary to the Minister for Education

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SECTiON A: TEAChiNg FuNdAMENTAl MOTOR SkillS

Physical and Sport Education

The following definition of physical education was accepted by the Senate Enquiry into Physical and Sport Education (1992):

Physical education is an all encompassing term, including fitness, skills, movement, dance, recreation, health, games and sport plus the appropriate values and knowledge of each.

The skills developed through a good physical education program are critical in ensuring that students have success in many of the sport and leisure activities common to the community. This view is affirmed in the report, Sport Education (Victorian Ministry of Education, 1987), where physical education is characterised as the “foundation stone” on which an effective sport education program can be built. It is the responsibility of the Victorian Department of Education to ensure that students in the formative years, particularly in Years P–3, develop basic physical education skills. These

include the development of the essential fundamental motor skills described in this manual.

The Scope of Physical and Sport Education

The role of physical education in the school curriculum is to help students develop the competencies and beliefs necessary for incorporating regular physical activity into their lives. Through involvement in a well-taught physical education program, students can achieve physical and personal benefits.

In the school environment, physical education is viewed as a unifying term for a range of interrelated areas that aim to “physically educate” students (see diagram 1). Students who engage in physical education develop the knowledge, skills, understanding and motivation to seek health and physical competence through lifelong involvement in physical activity. Physical education seeks to promote healthy lifestyles among students.

Diagram 1. Relationship of Fundamental Motor Skills to the Victorian learning Standards (VELS)

• Health and Physical Education Domain

• Interpersonal Development Domain

• Civics and Learning Domain

• Personal Learning Domain

Scope of Physical EducationDanceAquaticsSport EducationOutdoor AdventureAthleticsGymnasticsSportGamesFitness Education

Fundamental Motor SkillsCatchKickRunVertical JumpOverhand ThrowBall BounceLeapDodgePuntForehand StrikeTwp-hand Side-arm Strike

Physical, Personal and Social LearningStrand

Discipline-based Learning Strand

Interdisciplinary Learning Strand

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Physical education includes sport education. Physical education is the process through which sport, outdoor adventure activities, dance, gymnastics, aquatics and games are used by physical educators to help students learn motor skills and to learn about and achieve physical fitness where this is possible. Physical education activities also assist the school to develop personal and social skills in students.

Fundamental Motor Skills

Fundamental motor skills are common motor activities with specific observable patterns. Most skills used in sports and movement activities are advanced versions of fundamental motor skills. For example, throwing in softball and cricket, the baseball pitch, javelin throw, tennis serve and netball shoulder pass are all advanced forms of the overhand throw. The presence of all or part of the overhand throw can be detected in the patterns used in these sport specific motor skills. Similar relationships can be detected among other fundamental motor skills and specific sport skills and movements (see diagram 2).

Children normally develop motor skills in a sequential manner. Fundamental motor skills comprise one level in the continuum of motor skill acquisition. Children at

the fundamental motor skill stage are building upon previously learned movements and preparing for the acquisition of more advanced skills.

Sequence of instruction

The development of motor skills and physical fitness and knowledge must begin in the earliest years of primary school. During these years, students are physically and intellectually capable of benefiting from instruction in physical education and are highly motivated and enthusiastic about learning. However, throughout a student’s school life age-appropriate instruction must be provided during physical education.

During the early primary school years (P –3), students must be given the opportunity to learn the essential motor skills upon which later learning is dependent. These fundamental motor skills are often displayed by children at play. They include the overhand throw, catch, punt, kick, forehand strike, two-hand side-arm strike, ball bounce, run, leap, dodge and vertical jump. Suggested times at which these skills should be introduced and mastered by children is included in Table 1 on the next page.

Diagram 2. Relationship between Fundamental Motor Skills and Specific Sports Skill (Overarm Throw)

Softball CriCket Volleyball badminton netball baSeball JaVelin tenniS

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Mastery of these skills by children is necessary if optimum development of higher-level skills is to occur. Children who do not master these skills are less able and often less willing to persist with the difficult task of learning more complex motor skills, and will avoid

activities which expose them to “public failure”. Ultimately, such children encounter a sport skill proficiency barrier and reject participation in physical activity as part of their lifestyle (see diagrams 2 and 3).

Fundamental Motor Skill Prep Year 1 Year 2 Year 3 Year 4 Year 5

Catch Introduced Mastered

Kick Introduced Mastered

Run Introduced Mastered

Vertical Jump Introduced Mastered

Overhand Throw Introduced Mastered

Ball Bounce Introduced Mastered

Leap Introduced Mastered

Dodge Introduced Mastered

Punt Introduced Mastered

Forehand Strike Introduced Mastered

Two-hand Side-arm Strike Introduced Mastered

Table 1. Suggested Levels for the Introduction and Mastery of Essential Fundamental Motor Skills

Javelin Throw, Baseball Pitch, Badminton Clear, Tennis

Serve, Gridiron Pass, Overhand

Volleyball Serve

overhand throw

Golf Swing, Hockey Drive, Baseball Swing, Forehand

Drive, Cut Shot

Two-Hand Side-Arm

Strike

Sport Specific

SkillsSport Skill

Proficiency Barrier

Fundamental Motor Skills

Rudimentary Movement Skills

Infant Reflexes and Reactions

Diagram 3. Effects of Fundamental Motor Skills Instruction on the Performance of Sport Specific Skills

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During the later primary years (4–6), students should be taught a broad range of transitional, or lead-up, motor skills and activities. Examples of skills and activities in this group include: basketball dribble, modified netball, paddle tennis and modified baseball. The skills and activities at this level may be combined or modified in various ways, practised with or without equipment and taught through individual practice or by incorporating them into game structures.

During the secondary years, students should receive physical education that enables and encourages them to further develop their motor skills such as throwing, catching and batting, learned previously, into the more complex and specific sport and leisure activities common to the community.

Fundamental Motor Skills in the Curriculum

Fundamental Motor Skills are referred to throughout the Movement and Physical Activity dimension of the Health and Physical Education Domain, as part of the Victorian Essential Learning Standards (VELS).

(Refer to http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedhpe.pdf)

This manual is not designed to be a stand alone program. Students need to be able to see physical activity in context. As well as being taught the technical skills needed to participate in a game, students need to be taught how to apply these skills and the movement concepts associated with performing them.

When fundamental motor skills are integrated into physical and sport education programs which emphasise movement exploration, the development of fair play and safety concepts and the enjoyment of regular physical activity, a significant contribution is made to addressing many elements within the Learning Focus Statements and Standards of the Physical, Personal and Social Learning Strands of the VELS.

The challenge for teachers of physical and sport education is to integrate the teaching of fundamental motor skills into movement and sports programs. Existing programs should not be abandoned but reviewed in the light of the contribution that they can make to the development of fundamental motor skills.

Other resources

The awareness of the need to emphasise the development of fundamental motor skills has led to the preparation of a number of other resources developed by the Victorian Department of Education. These are: a Fundamental Motor Skills Instructional Video; a set of eleven Fundamental Motor Skill Posters; and Fundamental Motor Skills An Activities Resource for Classroom Teachers, which includes over 260 activities for the teaching of specific skills. The Australian Sports Commission has developed a skill development manual for use by parents of preschoolers and school children (Sport Start), and a manual for teachers to develop sports skills (Sport It!).

Critical Fundamental Motor Skills

The following fundamental motor skills have been selected from a wide range of possible motor skills as being those most essential for primary school children to learn:

• Catch• Kick• Run• VerticalJump• OverhandThrow• BallBounce• Leap• Dodge• Punt• ForehandStrike• Two-handSide-armStrike.

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Selection involved a detailed process. Stage 1 involved an extensive review of literature to identify the fundamental motor skills reported as most important for children to learn. Stage 2 involved Australia-wide consultation with teachers, coaches, professional groups and experts in the field of fundamental motor skills to assist with the selection of the critical skills and their essential components.

issues in Teaching Fundamental Motor Skills

Fundamental motor skills are not easy for children to master. A number of critical issues must be attended to by teachers to support this learning

Teaching for Mastery Versus Awareness

The essential fundamental motor skills must be mastered by children. Teachers should aim to teach for the mastery of fundamental motor skills rather than awareness. An attempt at a fundamental motor skill by a student is to be applauded. However, teachers should not accept an attempt at a fundamental motor skill as evidence of mastery of the skill. Students’ are expected to achieve mastery of fundamental motor skills.

know what To Teach

It is essential that teachers understand fundamental motor skills are critical for children to learn during the primary school years. The critical fundamental motor skills for children to learn are the catch, kick, run, vertical jump, overhand throw, ball bounce, leap, dodge, punt, forehand strike, and two-hand side-arm strike. Each of these skills is made up of observable components (often called parts), which when performed together, constitute the whole fundamental motor skill. The components of each of the essential fundamental motor skills are included later on in this document.

By knowing the essential fundamental motor skills and their components, teachers are able to plan instruction, provide specific feedback to students, evaluate student learning, and report student progress in a clear and understandable way.

Feedback is Critical for learning to Occur

Teachers know that children learn best when they are provided with specific feedback related to their learning efforts. To assist children to learn fundamental motor skills, teachers must provide feedback for children to learn. Feedback is most useful when it is specific and provided soon after a learning activity. Specific feedback occurs when a teacher provides the child with information that identifies how the child performed in comparison to what was expected. In relation to fundamental motor skills, teachers should compare the performance of each child against their knowledge of the components of the fundamental motor skill being taught. Teachers should tell children which components of the fundamental motor skill they have mastered and which components they need to improve.

how long does it Take To Master Fundamental Motor Skills?

Fundamental motor skills take a long time to

master. Available evidence indicates that it takes

between 240 and 600 minutes of instruction to

teach children to correctly perform fundamental

motor skills. How long it takes to learn different

fundamental motor skills depends on the

conditions of instruction (i.e. teacher expertise,

equipment, class size, age of learner, teaching

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methodology, complexity of the skill being taught, etc.). Many people underestimate the amount of time it takes to master fundamental motor skills and try to teach too much too quickly. When this underestimation occurs, teachers end up teaching for awareness or participation rather than teaching for mastery.

An example illustrates this point. The regular school year in Australia is 40 weeks long. On average, children receive two 30-minute lessons of physical education each week. When multiplied out, this allows for 2,400 minutes of instruction each year. Some time is lost each year to camps, pupil-free days, celebrations, teacher sickness and the like, say 10 per cent of available time, leaving 2,160 minutes for physical education instruction in the year. Dividing the available instruction time of 2,160 minutes by the average amount of time it takes for children to learn fundamental motor skills (say 450 minutes), would indicate that only about five fundamental motor skills could be learned by children in a year. This information often startles teachers. But, if the intention of teaching physical education is for children to learn, only a small number of fundamental motor skills can be mastered in a year.

do Children learn Best by Playing Motor Skill games?

While attempting to achieve high student participation rates through organised games, teachers must be vigilant to be sure that the focus of the games is on specific skill development. There is irrefutable research evidence that “teaching” physical education by playing games is a very inefficient way to help children learn. If a game is used as an instructional method, the teacher needs to show children the skills that are to be practised. Rarely are children able to learn what is planned to be learned unless they are directed to the intention of the instruction by a teacher. If games are used to teach fundamental motor skills, it is imperative that the teacher instruct children on how to perform the components of those skills.

Physical Education Teaching Suggestions

The following tips may be useful in teaching fundamental motor skills. Don’t be put off by the length of the list! Select one or two strategies and practise them in a lesson. In following lessons, attempt another strategy. After a while, many strategies become a habit.

1. Above all, teach! Help children to learn a fundamental motor skill rather than just participate in the activity involving it. Do not passively stand by and observe. Circulate among students when teaching.

2. Use demonstrations to help communicate the key components of a fundamental motor skill to be learned. Demonstrations can be improved by using words or phrases that highlight the important part on which the demonstration is focusing. Ask the student to demonstrate the skill to ensure the instructions have been understood before commencing practise.

3. Keep the time to an absolute minimum between giving an instruction and allowing a student to practise. If possible, have the student begin practice immediately after viewing a demonstration. Avoid giving any new information until the student has had the opportunity to practise.

4. Be patient: teach one component of the skill at a time. Do not provide more than one or two pieces of new information at a time. Use words and phrases that can be easily understood.

5. Provide ample opportunities to practise each fundamental motor skill. Repeated practice will be necessary before a student will master the skill.

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6. Ensure that the student achieves success. Plan practice, drills and games so that the student has many successful experiences and minimal negative experiences. Success breeds success: praise in public; remedy in private. Call attention to correct performance rather than to mistakes.

7. Provide appropriate, positive feedback, and praise often. Feedback on student’s performance works best when it is specific and given immediately. In addition, ensure that the feedback highlights what is good about the student’s performance as well as what can be improved.

8. Link a key word or phrase to a component of a fundamental motor skill while that component of the fundamental motor skill is being demonstrated. For example, link the word “step” to the action of stepping forward during an overhand throw. By hearing or saying the word “step”, the student is reminded to step correctly when throwing.

9. Be brief when explaining or introducing a fundamental motor skill or game. Teacher talk should be restricted to less than 60 seconds whenever possible.

10. Keep the purpose of the lesson clear. What fundamental motor skill component will be learned in the lesson? Continually emphasise the focus of the lesson to students.

11. Break down the fundamental motor skill to be learned into small parts. The components of the skill can then be taught in a progressive manner. Teach the first component of the fundamental motor skill, then the second, and then combine the first and second components into a sequence. Continue teaching components and incorporating them into the sequence until the entire skill is being performed.

12. All people make mistakes. Help students to understand that learning most fundamental motor skills is difficult. No one should be ridiculed for their efforts.

13. Accept that children will be active in physical education. Involve children in vigorous activity early in the lesson to use up some of their energy.

14. Teach a signal for attention. Some teachers use a whistle, others a hand clap, still others their voice. Whatever method is used, inform students early of its meaning.

15. Set group sizes that are as small as is practical. Misbehaviour often occurs when students are forced to wait their turn.

16. Remind students of safety considerations associated with a fundamental motor skill or game.

From Walkley, J. & Baldock, R. (Eds.) (1992) Sport It (p. 12).

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The most important components contributing to the successful execution of each of the eleven fundamental motor skills described in this manual, are outlined under the headings below:

Purpose of the Fundamental Motor Skills Assessment

The Fundamental Motor Skills Assessment was developed primarily to provide information to the teacher that will assist in the process of teaching and learning. Teachers can use the Fundamental Motor Skills Assessment to evaluate the performance of their students’ skills that have been identified as critical for all children to learn. Within each skill, the teacher will be able to identify the specific component(s) about which the teaching should be organised.

Many teachers associate assessments with grading. While the Fundamental Motor Skills Assessment can be used for this purpose, this is one of the least useful reasons for obtaining information about the status of students’ fundamental motor skills. The Fundamental Motor Skills Assessment has more widely accepted usage and these are outlined as follows:

1 . Determine Instructional Needs and Class Status

The Fundamental Motor Skills Assessment will aid in determining the status, progress or achievement of students in their motor skill development. This can serve either to assess an individual’s level of performance or to determine whether objectives in a teaching program have been achieved. For example, a Year 1 teacher may choose to teach the catch. At the start of the unit, the teacher observes the class during some catching activities. It is observed that most students have difficulty moving their hands to the ball and catching the ball in the hands only. Based upon this observation, the teacher focuses instruction on moving hands to the ball.

After a series of lessons or at the end of the unit, the teacher then reassesses the students on the catch. If appropriate emphasis has been placed on the assessed need (moving hands to the ball), it would be anticipated that improvement will be observed on this component. By observing all students in the class, the teacher would be able to determine the overall level of improvement, those students who are ready to move on, and those students who need more assistance and practice in moving their hands to the ball.

2 . Group Placement

The results of the Fundamental Motor Skills Assessment will aid in the placement of individuals in groups according to their motor abilities. Students who need to practise and develop the same component of a skill could be placed in the same group.

3 . Screening

One purpose of the Fundamental Motor Skills Assessment is to differentiate between individuals whose skills are developing normally and those whose skills are lacking in development. This is an excellent means of identifying individuals who may have special needs in the development of their motor skills. Based upon these needs, extra emphasis may be placed on skills within the regular physical education class or additional time may be allocated for the purpose of overcoming any deficiencies.

It is important for teachers to note that the Fundamental Motor Skills Assessment can be administered in its entirety, or each skill can be administered individually when it becomes the focus of instruction in the physical education curriculum.

SECTiON B: FuNdAMENTAl MOTOR SkillS BENChMARkS

P a g e 1 1


Age and Sequence of Acquisition of Fundamental Motor Skill Components

Fundamental Motor Skills Age 5 Age 6 Age 7 Age 8 Age 9

1

1

1

1

1

1

1

1

1

1

1

2

2

2

2

2

2

3

3

3 5

5

5

5

4

4

2 4

324

2

3

3

3

3

5

5

5

6

4

4

4 8 7

6 5 4

2 3

4

4

4 6

7

7

7

38 5

35 2

6 5

6

6

Catch

Kick

Run

Vertical Jump

Overhand Throw

Ball Bounce

Leap

Dodge

Punt

Forehand Strike

Two-hand Side-Arm Strike

Table 2. Age and Sequence of Acquisition of Fundamental Motor Skill Components

Each column equals a two month period

Table 2 indicates the sequence in which components of the fundamental motor skills appear to be mastered by children. The table also indicates approximate ages at which fundamental motor skills should be learned. Skill mastery will vary according to individual differences, and the quality and quantity of instruction.

The suggested sequence for the introduction and mastery of fundamental motor skills (Table 1) are based upon the premise that children receive appropriate amounts of quality instruction, focussing specifically on the components of each skill.

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Administration and Scoring Procedures

Student Preparation

Students need to be made aware that the assessment is a method of determining individual levels and that comparisons will not be made between the results of individual students. Students must understand the importance of doing their best so that the teacher can evaluate their learning and where they need assistance.

Depending on how the assessment is being administered, it may be necessary to provide a 5–10 minute warm-up to prepare the appropriate muscle groups for activity. The warm-up needs to be interesting and enjoyable so that the students participate effectively and are motivated to perform well in the assessment.

Suggested Administration Procedures

Listed below are three alternatives for organising the assessment activity. The critical element is that the activity allows the student the opportunity to demonstrate the skill being assessed.

Free Activity (Play)

Organise a class activity that will encourage participation in the skill being assessed. Arrange equipment and materials so students are able to participate in the skill(s) by choice. As students play, observe their performance on the components of the skill being assessed. Teachers should use their judgment to determine if students’ performance meets the criteria when distance or repetitions are specified.

Directed Instruction

Choose a specific activity or game that will require students to demonstrate the skill being assessed.

Arrange materials and equipment as needed, and organise the class for the activity. Observe the students skill as they perform the activity.

Structured Assessment

Engage all students in some type of activity. In another area of the physical education space, set up the appropriate organisation and equipment as required. It is often useful to have the class organised into a number of stations and have the assessing activity at one of the stations. As the students rotate past the station, assess each one on the skill on which they are being observed.

Suggested ideas For Assessment

1. A friendly enthusiastic approach to students will often act as a strong motivating force.

2. Examine the components of the skill and the layout of the score sheet so that you understand what is being assessed.

3. Avoid long waiting periods between activities for each student. Keep the group being assessed small (6–8 students).

4. The performance of girls has been shown to be negatively influenced by peer pressure from boys. Where possible, separate boys and girls into different groups.

5. Minimise distractions. When giving instructions, face students away from the sun or any other distractions which may make it difficult for them to concentrate.

P a g e 1 3


6. Where possible, combine a demonstration with a brief explanation.

7. Keep instructions and demonstration brief, clear and appropriate to the capacities of the students.

8. Ask students to wait until you have completed a demonstration or explanation before asking questions. This may avoid a student asking an unnecessary question.

9. Be sure everyone can see the demonstration.

10. Avoid giving feedback to the student until you have finished your observation of performance.

Safety Considerations

Safety is the most important consideration when planning and implementing a physical education lesson. The teacher is responsible for providing both a physically and psychologically safe learning environment.

Students can only be made accountable for the rules that they understand. Safety rules need to be taught, reviewed and continually reinforced until they are learnt.

Physical education and sport are mediums where an individual’s success and failure can be seen by all. A learning environment should encourage participation, enjoyment and personal achievement. Surroundings that are threatening, intimidating or embarrassing assure a fear of failure.

Even though the fundamental motor skills assessment has been administered to thousands of Australian children and has proven to be safe, it is vital that, prior

to administering the assessment, a teacher checks the safety of the facilities and equipment to be used, as well as the physical readiness of all participating students.

Scoring

On the score sheet provided record a “1” for each component successfully demonstrated and leave blank the space for each component not demonstrated. This scoring procedure applies to each skill. As the student’s skill level improves, record a “1” for components demonstrated at a later date. You may want to use different coloured pens for different testing dates or develop your own marking code so that you can observe student change over time as a result of instruction.

interpretation of Results

After a student or group of students have been assessed on the skill that the teacher has decided to make a focus for instruction, it is simply a matter of scanning the score sheet to identify the component(s) on which to begin instruction. Contingent upon factors such as class size, availability of equipment and the ability of students to work in groups, the teacher will need to select activities that will allow students to learn components not developed, or to refine and improve components already demonstrated. In many instances it will be possible to run the same activity but, based upon the knowledge of each student’s strengths and weaknesses, provide different feedback to various students. For example during a catching activity, one student could be provided with feedback about moving their hands to the ball, while another could be given feedback about absorbing the force of the catch. See the information under “Standards” when interpreting results.

P a g e 1 4


Standards

Standards have been established for each fundamental motor skill. These are listed in the Administration and Scoring Procedures section. An example for the catch is provided below. A standard is a recommended age by which time a child could be expected to master a component of a fundamental motor skill. When all of the components of a fundamental motor skill have been learned, the child is said to have mastered the skill.

The fundamental motor skill standards should be used as a guide when planning instruction and when interpreting the results of assessment. For each fundamental motor skill, the standards for each component are listed relative to their level of difficulty, and the sequence in which children normally acquire the component is indicated, as is the length of time between acquisition of each component.


1 2 3 5 4 6Catch

Table 3. Example of Standards Table for Catch

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F u n d a m e n t a l M o t o r S k i l l s A s s e s s m e n t

P r o c e d u r e s a n d S c o r e S h e e t s

P a g e 1 6

T e a c h i n g F u n d a m e n t a l M o t o r S k i l l s

CATCh

PurposeTo assess the student’s catch.

Student Objective To catch a tennis ball thrown underarm 2–3 metres high from a distance of: 5 metres (5–7years), 10 metres (8–10 years) or 15 metres (11–12 years).

PreparationFacility: ▼Measure a 2 metre square denoted by marker cones placed at each corner. Place a mark on the

back line to mark the starting position.Equipment: ▼ Place at least 6 tennis balls in a bucket near the position from where the ball will be tossed. ▼ Have clipboard, recording sheet and pencil ready for assessment. or ▼ Place a video camera side-on to the student. The field of vision of the video camera should fully

include the 2 metre square.

Procedures• Demonstratethetestrequirementsofthecatch.• Ask1or2studentstostandbehindthecatchingsquaretocollectanymissedballs.• Askthestudenttostandinthemiddleofthesquare,catchthetossedballandplaceitonthegroundbesidehim/

her. Instruct the student to leave any missed catches.• Allowthestudenttopausebetweeneachcatch.

Performance Criteria1. Eyes are focused on the ball throughout the catch2. Preparatory position with elbows bent and hands in

front of body3. Hands move to meet the ball4. Hands and fingers positioned correctly to catch the ball5. Catch and control the ball with hands only6. Elbows bend to absorb force of the ball

StandardsThe table indicates the age at which each component of the catch could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 4: Fundamental Motor Skills Age 5 Age 6 Age 7 Age 8 Age 9

1 2 3 5 4 6Catch

1 2 3 4 5 6

P a g e 1 7


Elbows bend to absorb force of the ball

Catch and control the ball with hands only

Hands and fingers positioned correctly to catch the ball

Hands move to meet the ball

Preparatory position with elbows bent and hands in front of body

Eyes are focused on the ball throughout the catch

Skill: CATChTEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Demonstratetherequirementsofthecatch.• Ask1or2 students to standbehind the catching square to

collect any missed balls.• Askthestudenttostandinthemiddleofthesquare,catchthe

tossed ball and place it on the ground beside him/her. Instruct the student to leave any missed catches.

• Allowthestudenttopausebetweeneachcatch.

1 2 3 4 5 6

P a g e 1 8

kiCk

PurposeTo assess the student’s kick.

Student ObjectiveTo kick a stationary ball towards a target 10–20 metres away.

PreparationFacility: ▼ Place a mark (cross) on a flat non-slip surface for placement of a ball to be kicked. ▼ Draw a line 3 metres back from the mark as a starting point for a student. ▼ Make sure the area allows for easy return of the kicked balls for the next student (i.e. don’t kick

towards a fenced area which divides an adjoining road).Equipment: ▼ Place the balls in a container (i.e. a large crate) near the mark. ▼ Have clipboard, recording sheet and pencil ready for assessment. or ▼ Place a video camera side-on so that the leg being used to kick the ball is visible. ▼ The field of vision of the video camera must allow for a full view of the kicking.

Procedures• Demonstratetherequirementsofthekick.• Organise1or2studentstostand10–20metresinfrontofthekickersoastoretrieveanyballskickedtowards

them.• Placeaballonthespotmarked(abeanbagmaybeusedtopreventaballrollingaway).• Askthestudenttokicktheballhardandreturntothestartinglineaftereachkick.• Allowapausebetweeneachkick.

Performance Criteria1. Eyes are focused on the ball throughout the kick2. Step forward with non-kicking foot placed near the ball3. Bend knee of kicking leg during the backswing for the kick 4. Hip extension and knee flexion of at least 90º during

preliminary kicking movement5. Contact the ball with the top of the foot6. Forward and sideward swing of arm opposite kicking leg7. Kicking leg follows through towards the target after ball contact

StandardsThe table indicates the age at which each component of the kick could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 5


1 2 3 6 5 47Kick


1 2 3 4 5 6 7

P a g e 1 9


Kicking leg follows through towards the target after ball contact

Forward and sideward swing of arm opposite kicking leg

Contact the ball with the top of the foot

Hip extension and knee flexion of at least 90º during preliminary kicking movement

Bend knee of kicking leg during the backswing for the kick

Step forward with non-kicking foot placed near the ball

Eyes are focused on the ball throughout the kick

Skill: kiCk TEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Procedures• Demonstratetherequirementsofthekick.• Organise1or2studentstostand10–20metresinfrontofthe

kicker so as to retrieve any balls kicked towards them.• Placeaballonthespotmarked(abeanbagmaybeused

to prevent a ball rolling away).• Askthestudenttokicktheballhardandreturntothe

starting line after each kick.• Allowapausebetweeneachkick.

Name 1 2 3 4 5 6

1 2 3 4 5 6 7

Purpose

To assess the student’s run.

Student ObjectiveTo run as fast as possible along a straight line.

PreparationFacility: ▼ Measure a 25–30 metre flat straight line, e.g. basketball court sideline, denote each end with

marker cones. Allow for safety margins at each end.Equipment: ▼ Have clipboard, recording sheet and pencil ready for the assessment. or ▼ Place a video camera side-on, either side, and far enough away so that the operator will be able

to move the camera as student runs from one end of the line to the other.

Procedures• Demonstratetherequirementsoftherun.• Askeachstudentinturntorunasfastastheycanfromoneconeuntiltheyhavegonepasttheothercone,turn

and run back to the start.• Repeattherunoncemore.

Performance Criteria1. Eyes focused forward throughout the run2. Knees bend at right angles during the recovery phase3. Arms bend at elbows and move in opposition to legs4. Contact ground with front part of foot5. Body leans slightly forward

StandardsThe table indicates the age at which each component of the run could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 6

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RuN


1 2 3 5 4Run


1 2 3 4 5

P a g e 2 1


Body leans slightly forward

Contact ground with front part of foot

Arms bend at elbows and move in opposition to legs

Knees bend at right angles during the recovery phase

Eyes focused forward throughout the run

Skill: RuNTEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Demonstratetherequirementsoftherun.• Askeachstudentinturntorunasfastastheycanfromone

cone until they have gone past the other cone, turn and run back to the start.

• Repeattherunoncemore.

1 2 3 4 5

P a g e 2 2


VERTiCAl JuMP

Purpose

To assess the student’s vertical jump.

Student Objective

To jump vertically as high as possible from a standing position.

Requirements

Facility: ▼Mark a cross on a flat non-slip surface.

Equipment: ▼Have clipboard, recording sheet and pencil ready for the assessment.

or

▼Place a video camera side-on so that the side of the student is visible throughout the vertical jump.

Procedures

• Demonstratetherequirementsoftheverticaljump.

• Askthestudenttojumpashighashe/shecan.

• Ensurethereisapausebetweeneachjump;iftheydonotpause,askthemtojumponyourcommand.

Performance Criteria

1. Eyes focused forwards or upwards throughout the jump

2. Crouch with knees bent and arms behind body

3. Forceful upward thrust of arms as legs straighten to take off

4. Contact ground with front part of feet and bend knees to absorb force of landing

5. Balanced landing with no more than one step in any direction

StandardsThe table indicates the age at which each component of the vertical jump could be expected to be mastered. The table also indicates the sequence in which the components normally appear in children’s development.

Table 7


15 324Vertical Jump

1 2 3 4 5

P a g e 2 3


Balanced landing with no more than one step in any direction

Contact ground with front part of feet and bend knees to absorb force of landing

Forceful upward thrust of arms as legs straighten to take off

Crouch with knees bent and arms behind body

Eyes focused forwards or upwards throughout the jump

Skill: VERTiCAl JuMPTEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Demonstratetherequirementsoftheverticaljump.• Askthestudenttojumpashighashe/shecan.• Ensurethereisapausebetweeneachjump;iftheydonotpause,ask

them to jump on your command.

1 2 3 4 5

P a g e 2 4


OVERhANd ThROw

PurposeTo assess the student’s overhand throw.

Student ObjectiveTo throw a beanbag towards a target 10–20 metres away.

Preparation Facility: ▼Marked 2 metre square denoted by marker cones placed at each corner. Place a mark on the back

line to mark the starting position. Place a target (i.e. cone) 10–20 metres away.Equipment: ▼Place at least 6 beanbags next to the starting position. ▼Have clipboard, recording sheet and pencil ready for the assessment. or ▼Place a video camera side-on so that the front of the student is visible to the video camera when

a side-on position is assumed.

Procedures• Demonstratetherequirementsoftheoverhandthrow.• Askthestudenttothrowthebeanbagoverhand,hardtowardsthetarget.• Askthestudenttopausebetweeneachthrow.• Attheendofthethrows,thestudentshouldcollectthebeanbagsandreturnthemtothestartingline.

Performance Criteria1. Eyes are focused on the target throughout the throw2. Stand side-on to the target3. Throwing arm nearly straightened behind the body4. Step towards the target with foot opposite throwing arm during the throw5. Marked sequential hip to

shoulder rotation during the throw6. Throwing arm follows through

down and across the body

StandardsThe table indicates the age at which each component of the overhand throw could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s developmentTable 8


1 2 3 54 6Overhand Throw

1 2 3 4 5 6

P a g e 2 5


Throwing arm follows through down and across the body

Marked sequential hip to shoulder rotation during the throw

Step towards the target with foot opposite throwing arm during the throw

Throwing arm nearly straightened behind the body

Stand side-on to the target

Eyes are focused on the target throughout the throw

Skill: OVERhANd ThROw TEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Demonstratetherequirementsoftheoverhandthrow.• Askthestudenttothrowthebeanbagoverhand,hardtowards

the target. Place a target (i.e. cone) 10–20 metres away• Askthestudenttopausebetweeneachthrow.• At the end of the throws, the student should collect the

beanbags and return them to the starting line.

1 2 3 4 5 6

PurposeTo assess the student’s ability to bounce a ball continuously.

Student Objective

To bounce a regulation basketball (or 20 centimetre playground ball) at least 5 consecutive times when in a stationary position.

Preparation

Facilities: ▼Place a mark on a flat hard surface.

Equipment: ▼Place a basketball next to the mark.

▼Have clipboard, recording sheet and pencil ready for the assessment.

or

▼Place a video camera side-on so that the arm being used to bounce the ball is visible.

Procedures

• Demonstratetherequirementsoftheballbounce.

• Ask the student to standon themark, side-on to thevideocamera/teacher, and start bouncing theball on thecommand “go” and to keep bouncing until given the command “stop”.


1. Eyes focused forward throughout the bounce

2. Contact the ball with the fingers of one hand at about hip height

3. Wrist and elbows bend then straighten to push the ball

4. Hips and knees slightly flexed during the bounce

5. Ball bounces in front of and to the side of the body

Standards

The table indicates the age at which each component of the ball bounce could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 9

Purpose

P a g e 2 6


BAll BOuNCE


1 435 2Ball Bounce

1 2 3 4 5

P a g e 2 7


Ball bounces in front of and to the side of the body

Hips and knees slightly flexed during the bounce

Wrist and elbows bend then straighten to push the ball

Contact the ball with the fingers of one hand at about hip height

Eyes focused forward throughout the bounce

Skill: BAll BOuNCE TEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Demonstratetherequirementsoftheballbounce.• Ask the student to stand on the mark, side-on to the video

camera/teacher, and start bouncing the ball on the command “go” and to keep bouncing until given the command “stop”.

1 2 3 4 5

P a g e 2 8


lEAP


1 23 5 4Leap

1 2 3 4 5

Purpose

To assess the student’s leap.

Student Objective

To leap as far as possible.

Preparation

Facility: ▼On a flat, non-slip surface, mark a 1 metre take-off square using marker cones to denote each corner. Place a mark 3 metres back from the take-off square to mark the starting point.

Procedures

• Askthestudenttobeginatthestartingpointandtoapproachthetake-offboxandleapfromwithinthesquareasfar as they can.

• Askthestudenttorepeattheleap.


1. Forward movement sustained throughout the leap

2. Eyes focused forward throughout the leap

3. Take off from one foot and land on the opposite foot

4. During flight legs are straightened with the arms held in opposition to legs

5. Controlled landing without losing balance

Standards

The table indicates the age at which each component of the leap could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development

Table 10

P a g e 2 9


Controlled landing without losing balance

During flight legs are straightened with the arms held in opposition to legs

Take off from one foot and land on the opposite foot

Eyes focused forward throughout the leap

Forward movement sustained throughout the leap

Skill: lEAPTEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Askthestudenttobeginatthestartingpointandtoapproachthe

take-off box and leap from within the square as far as they can.• Askthestudenttorepeattheleap.

1 2 3 4 5

P a g e 3 0


dOdgE


1 35 2 4Dodge

∇ ∇ ∇ ∇

∇ ∇ ∇ ∇3m3m

3m

1 2 3 4

PurposeTo assess the student’s dodging skill.

Student Objective

To move quickly through a series of cones each placed 3 metres apart in a zigzag formation.

Preparation

Facility: ▼Place cones on a flat, non-slip surface and mark lines as indicated:

Equipment: ▼Have clipboard, recording sheet and pencil ready for the assessment. or ▼Place a video camera front-on so as to view the student as he/she zigzags towards the camera.

Operator may need to zoom out as participant nears completion of dodge task.

Procedures• Askthestudenttorunfollowingthelinesandateachoftheconestododgeasfastaspossible.

• Tohelp understanding, itmaybe necessary, particularlywith the younger students, to allow students towalkthrough the zigzag course prior to running.

• Afterrunningthroughonce,askthestudentstowalkbacktothestartandcompletethetasktwicemore.

Performance Criteria1. Eyes focused in direction of travel throughout

the dodge

2. Change direction by pushing off outside foot

3. Body lowered during change of direction

4. Change of direction occurs in one step

5. Dodge repeated from right to left, left to right, and so on

StandardsThe table indicates the age at which each component of the dodge could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 11

P a g e 3 1


Dodge repeated from right to left, left to right and so on

Change of direction occurs in one step

Body lowered during change of direction

Change direction by pushing off outside foot

Eyes focused in direction of travel throughout the dodge

Skill: dOdgE TEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Askthestudenttorunfollowingthelinesandateachofthecones

to dodge as fast as possible.• Tohelpunderstanding, itmaybenecessary,particularlywith the

younger students, to allow students to walk through the zigzag course prior to running.

• After running throughonce,ask thestudents towalkback to thestart and complete the task twice more.

1 2 3 4

P a g e 3 2


PuNT

PurposeTo assess the student’s punt.

Student ObjectiveTo punt a 20 centimetre playground ball towards a target 10–20 metres away.

PreparationFacility: ▼The space available must not limit the force of the punt. ▼Mark a 2 metre square denoted by marker cones placed at each corner. Place a mark on the

back line to mark the starting position. Place a target (i.e. cone) 10–20 metres awayEquipment: ▼Place balls in a container behind the starting position. ▼Have clipboard, recording sheet and pencil ready for the assessment. or ▼Place a video camera side-on so that the leg being used to punt the ball is visible. ▼The field of vision of the video camera must allow for full view of the punt.

Procedures• Demonstratetherequirementsofthepunt.• Ask1or2studentstostand10–20metresawaytocollectthekickedballs.• Askthestudenttocollectaballfromthecontainerandpuntitforwards.• Askthestudenttopausebetweeneachpunt.

Performance Criteria1. Eyes are focused on the ball throughout the punt2. Ball held at about hip height in front of punting leg3. Step forward onto non-punting foot4. Bend knee of kicking leg during the backswing

for the punt 5. Hip extension and knee flexion of at least 90º

during preliminary punting movement6. Guide ball down, with one hand, so it makes

contact with the top of the foot7. Forward and sideward swing of arm opposite punting leg 8. Punting leg follows through towards the target after ball contact

StandardsThe table indicates the age at which each component of the punt could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 12Fundamental Motor Skills Age 5 Age 6 Age 7 Age 8 Age 9

1 23 4 8 7 6 5Punt

1 2 3 4 5 6 7 8

P a g e 3 3


Punting leg follows through towards the target after contact with the ball

Forward and sideward swing of arm opposite punting leg

Guide ball down, with one hand, so it makes contact with the top of the foot

Hip extension and knee flexion of at least 90º during preliminary punting movement

Bend knee of kicking leg during the backswing for the punt

Step forward onto non-punting foot

Ball held at about hip height in front of punting leg

Eyes are focused on the ball throughout the punt

Skill: PuNT TEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures• Demonstratetherequirementsofthepunt.• Ask1or2studentstostand10–20metresawaytocollectthe

kicked balls.• Askthestudenttocollectaballfromthecontainerandpunt

it forwards.• Askthestudenttopausebetweeneachpunt.

1 2 3 4 5 6 7 8

P a g e 3 4


FOREhANd STRikE

PurposeTo assess the student’s one-handed forehand strike.

Student ObjectiveTo strike, using one hand, a tennis ball thrown to bounce to waist height from 5–10 metres away, with a short-handled racquet (i.e. racquet ball racquet, paddle tennis-bat) in a forward direction.

PreparationFacility: ▼Measure a 2 metre square denoted by marker cones placed at each corner. Place a mark on the

back line to mark the starting position. ▼Mark a spot 5–10 metres from the centre of the square from which to toss a ball to bounce and

be struck.Student: ▼Instruct students to begin from the starting point, but that they may move anywhere within the

designated square to strike the ball.Equipment ▼Place a racquet near the starting position. Place a bucket of at least 6 tennis balls next to the

thrower’s spot. ▼Have clipboard, recording sheet and pencil ready for the assessment. or ▼Place a video camera side-on to the intended direction that a ball will be struck by a student. ▼The field of vision of the video camera should be set so that the square is in full view of the

video camera.

Procedures• Demonstratetherequirementsoftheforehandstrike.• Organise1or2studentstostand5–10metresbehindthethrowertocollectanytennisballshit.• Thethrowerstandstofacethestriker5–10metresaway.• Askthestudenttostandinpositionandstriketheballsothatittravelsonthefullpastthethrower,andthento

return to the starting position after each strike.• Instructthethrowertoallowapausebetweeneachforehandstrike.

Performance Criteria1. Eyes are focused on the ball throughout the strike2. Stand side-on to the target with bat held in one hand3. Striking hand nearly straightened behind shoulder at end of backswing4. Step towards target with foot opposite striking arm during the strike5. Marked sequential hip to shoulder rotation during the strike6. Ball contact made opposite front foot with straight arm7. Follow through towards the target then around body

StandardsThe table indicates the age at which each component of the forehand strike could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.Table 13


1 52 3 4 67Forehand Strike

1 2 3 4 5 6 7

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Follow through towards the target then around body

Ball contact made opposite front foot with straight arm

Marked sequential hip to shoulder rotation during the strike

Step toward target with foot opposite striking arm during the strike

Striking hand nearly straightened behind shoulder at end of backswing

Stand side-on to the target with bat held in one hand

Eyes are focused on the ball throughout the strike

Skill: FOREhANd STRikETEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Name 1 2 3 4 5 6

Procedures

• Demonstratetherequirementsoftheforehandstrike.• Organise1or2studentstostand5–10metresbehindthe

thrower to collect any tennis balls hit.• Thethrowerstandstofacethestriker5–10metresaway.• Askthestudenttostandinpositionandstriketheball

so that it travels on the full past the thrower, and then to return to the starting position after each strike.

• Instructthethrowertoallowapausebetweeneachforehandstrike.

1 2 3 4 5 6 7

P a g e 3 6


PurposeTo assess the two-hand side-arm strike.

Student ObjectiveTo strike a 8–10 centimetre ball thrown from 5–10 metres away with a lightweight softball/baseball bat in a forward direction.

PreparationFacility ▼Measure a 2 metre square denoted by marker cones placed at each corner. Place a cross on the back line

to mark the starting position. ▼Mark a spot 5–10 metres from the centre of the square from which to toss a ball on the full to be

struck.Student: ▼Instruct students to begin from the starting point, but indicate that they may move anywhere within the

designated square to strike the ball.Equipment: ▼Place the bat near the starting position and a bucket of at least six 8–10 centimetre balls next to the

position from where the balls will be tossed. ▼Have clipboard, recording sheet and pencil ready for the assessment. or ▼Place a video camera side-on to the intended direction that ball will be struck by a student. ▼The field of vision of the video camera should be set so that the square is in full view of the video

camera.

Procedures• Demonstratetherequirementsofthetwo-handside-armstrike.• Throwtheballtowardsthestudentfrom5–10metresaway.

Only count those throws that go past the student at a height between the student’s knees and shoulders. • Askthestudenttostriketheballpastthepersonthrowingtheball.• Besurethestudentreturnstothestartingpositionaftereachstrike.• Instructthethrowertoallowapausebetweeneachstrike.

Performance Criteria1. Eyes are focused on the ball throughout the strike2. Preferred hand grips bat above non-preferred hand3. Stand side-on to the target4. Bat held behind shoulder prior to the strike5. Step towards target with foot opposite preferred hand during the strike6. Marked sequential hip to shoulder rotation during the strike7. Ball contact made opposite front foot with straight arms8. Follow through with bat around body

StandardsThe table indicates the age at which each component of the two-hand side-arm strike could be expected to be mastered. It also indicates the sequence in which the components normally appear in children’s development.

Table 14

TwO-hANd SidE-ARM STRikE


1 2 64 738 5Two-hand Side-arm Strike

1 2 3 4 5 6 7 8

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Follow through with bat around body

Ball contact made opposite front foot with straight arms

Marked sequential hip to shoulder rotation during the strike

Step toward target with foot opposite preferred hand during the strike

Bat held behind shoulder prior to the strike

Stand side-on to the target

Preferred hand grips bat above non-preferred hand, with hands close together

Eyes are focused on the ball throughout the strike

Name 1 2 3 4 5 6

Skill: TwO-hANd SidE-ARM STRikETEAChER: . . . . . . . . . . . . . . . . . . . . . . . . . . ClASS: . . . . . . . . . . . dATE: . . . . . . . .

Procedures

• Demonstratetherequirementsofthetwo-handside-armstrike.• Throw the ball towards the student from 5-10 metres away.

Only count those throws that go past the student at a height between the student’s knees and shoulders.

• Ask the student to strike the ball past the person throwing theball.

• Be sure the student returns to the starting position after each

1 2 3 4 5 6 7 8

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REFERENCES

Arnheim, D.D. & Sinclair, W.A. (1979). The Clumsy Child. (2nd Ed.) St Louis: C V Mosby Company.

Corbin, C.B. (ed.) (1980). A Textbook of Motor Development. Dubuque, IA: Wm C Brown.

Gallahue, D.L. (1976). Motor Development and Movement Experiences for Young Children. New York: J. Wiley & Sons.

Gallahue, D.L. (1982). Understanding Motor Development in Children. Brisbane: John Wiley & Sons.

Gallahue, D.L. & Ozmun, J.C. (1995). Understanding Motor Development: Infants, Children, Adolescents. (3rd Ed.) Indianapolis: Benchmark Press.

Godfrey B.B. & Kephart N.C. (1969). Movement Patterns and Motor Education. New York: Appleton-Century-Crofts.

Graham, G., Holt/Hale, S.A. & Parker, M. (1987). Children Moving: A Reflective Approach to Teaching Physical Education. Palo Alto: Mayfield Publishing Co.

Haubenstricker, J.L., Henn, J. & Seefeldt, V. (1975). Developmental Stages of Hopping. Unpublished manuscript, Michigan State University, East Lansing.

Haubenstricker, J.L. & Seefeldt, V. (1974, March). Sequential Progression in Fundamental Motor Skills of Children with Learning Disabilities. Paper presented at the International Conference of the Association for Children with Learning Disabilities, Houston, TX.

Holland, B.V. (1986). Development and Validation of an Elementary Motor Performance Test for Students Classified as Non-Handicapped, Learning Disabled or Educable Mentally Impaired. Dissertation, Michigan State University, East Lansing.

Keogh, J. & Sugden, D. (1990). (2nd Ed.) Movement Skill Development. McMillan: New York.

Kirchmer, G. (1992). Physical Education for Elementary School Children. (8th Ed.) Dubuque, IA: Wm C. Brown.

Meaney, P. (ed.) (1993). Sport Start. Australian Sports Commission.

Michigan State Board of Education (1981). Essential Performance Objectives for Physical Education. Lansing, Michigan.

Nicols, B. (1990). Moving and Learning. The Elementary School Physical Education Experience. St Louis: Times Mirror/Mosby College Publishing.

O’Connor, J.P. (1992). A Recommendation of Fundamental Sport Skills & Movements That Should Be Taught in an Early Childhood Skill Development Program. An unpublished research project. Royal Melbourne Institute of Technology, Melbourne Victoria.

Pangrazzi, R. & Dauer, V. (1992). Dynamic Physical Education for Elementary School Children. (10th Ed.) Ontario: Macmillan: New York.

Payne V.G. & Isaacs L.D. (1991). Human Motor Development, A Lifespan Approach. (2nd Ed.) Mayfield, Mountain View, California.

Roberton, M. & Halverson, L. (1984). Developing Children–Their Changing Movement. Lea & Febiger, Philadelphia.

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Sapp, M.M. (1980). Developmental Sequences of Galloping: Preliminary Stages. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V. (1972, March). Developmental Sequence of Catching Skill. Paper presented at the American Association of HPER-National Convention, Houston, TX.

Seefeldt, V. (1975, March). Critical Learning Periods and Programs of Early Intervention. Paper presented at the AAPHER Convention, Atlantic City, N.J.

Seefeldt, V. (1976a). Developmental Sequence of Running. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V. (1976b). Developmental Sequence of the Standing Long Jump. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V. & Haubenstricker, J. (1974). Developmental Sequence of Skipping. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V. & Haubenstricker, J. (1975). Developmental Sequence of Kicking. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V. & Haubenstricker, J. (1976a). Developmental Sequence of Striking. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V. & Haubenstricker, J. (1975b). Developmental Sequence of Throwing. Unpublished manuscript, Michigan State University, East Lansing.

Seefeldt, V., Reuschlein, S. & Vogel, P. (1972, March). Sequencing Motor Skills within the Physical Education Curriculum. Paper presented at the AAHPER National Convention, Houston, TX.

Sherrill, C. (1986). Adapted Physical Education and Recreation. (2nd Ed.) Dubuque: William C. Brown Company Publishers.

Siedentop, Herkowitz & Rink (1984). Elementary Physical Education Methods. Prentice Hall, Englewood Cliffs, N.J.

Thomas, J., Lee, A. & Thomas, K. (1988). Physical Education for Children: Concepts Into Practice. Human Kinetics, Champaign Illinois.

Walkley, J. & Baldock, R. (eds) (1992). Sport It! Teacher Resource Manual. Australian Sports Commission.

Wickstrom, R. (1983). Fundamental Motor Patterns. (2nd Ed.) Lea & Febiger, Philadelphia.

Winnick, J.P. (1979). Early Movement Experiences and Development. Philadelphia: W.B. Saunders Co.

Zaichkowski, L.D., Zaichkowski, L.B. & Martinek, T.J. (1980). Growth & Development: The Child and Physical Activity. St. Louis: The C.V. Mosby Co.

P a g e 4 0


Catch

1. Eyes are focused on the ball throughout the catch

2. Preparatory position with elbows bent and hands in front of body

3. Hands move to meet the ball

4. Hands and fingers positioned correctly to catch the ball

5. Catch and control the ball with hands only

6. Elbows bend to absorb force of the ball

kick

1. Eyes are focused on the ball throughout the kick

2. Step forward with non-kicking foot placed near the ball

3. Bend knee of kicking leg during the backswing for the kick

4. Hip extension and knee flexion of at least 90º during preliminary kicking movement

5. Contact the ball with the top of the foot

6. Forward and sideward swing of arm opposite kicking leg

7. Kicking leg follows through towards the target after ball contact

Run

1. Eyes focused forward throughout the run

2. Knees bend at right angles during the recovery phase

3. Arms bend at elbows and move in opposition to legs

4. Contact ground with front part of foot

5. Body leans sightly forward

Vertical Jump

1. Eyes focused forwards or upwards throughout the jump

2. Crouch with knees bent and arms behind body

3. Forceful upward thrust of arms as legs straighten to take off

4. Contact ground with front part of feet and bend knees to absorb force of landing

5. Balanced landing with no more than one step in any direction

Overhand Throw

1. Eyes are focused on the target throughout the throw

2. Stand side-on to the target

3. Throwing arm nearly straightened behind the body

4. Step towards the target with foot opposite throwing arm during the throw

5. Marked sequential hip to shoulder rotation during the throw

6. Throwing arm follows through down and across the body

Ball Bounce

1. Eyes focused forward throughout the bounce

2. Contact the ball with the fingers of one hand at about hip height

3. Wrist and elbows bend then straighten to push the ball

4. Hips and knees slightly flexed during the bounce

5. Ball bounces in front of and to the side of the body

FuNdAMENTAl MOTOR SkillS ANd ThEiR COMPONENTS

APPENdiX A

P a g e 4 1


leap

1. Forward movement sustained throughout the leap

2. Eyes focused forward throughout the leap

3. Take off from one foot and land on the opposite foot

4. During flight legs are straightened with the arms held in opposition to legs

5. Controlled landing without losing balance

dodge

1. Eyes focused in direction of travel throughout the dodge

2. Change direction by pushing off outside foot

3. Body lowered during change of direction

4. Change of direction occurs in one step

5. Dodge repeated from right to left, left to right, and so on

Punt

1. Eyes are focused on the ball throughout the punt

2. Ball held at about hip height in front of punting leg

3. Step forward onto non-punting foot

4. Bend knee of kicking leg during the backswing for the punt

5. Hip extension and knee flexion of at least 90º during preliminary punting movement

6. Guide ball down, with one hand, so it makes contact with the top of the foot

7. Forward and sideward swing of arm opposite punting leg

8. Punting leg follows through towards the target after ball contact

Forehand Strike

1. Eyes are focused on the ball throughout the strike

2. Stand side-on to the target with bat held in one hand

3. Striking hand nearly straightened behind shoulder at end of backswing

4. Step towards target with foot opposite striking arm during the strike

5. Marked sequential hip to shoulder rotation during the strike

6. Ball contact made opposite front foot with straight arm

7. Follow through towards the target then around body

Two-hand Side-arm Strike

1. Eyes are focused on the ball throughout the strike

2. Preferred hand grips bat above non-preferred hand

3. Stand side-on to the target

4. Bat held behind shoulder prior to the strike

5. Step toward target with foot opposite preferred hand during the strike

6. Marked sequential hip to shoulder rotation during the strike

7. Ball contact made opposite front foot with straight arms

8. Follow through with bat around body

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APPENdiX B

warm-up Suggestions

The use of a warm-up will help to gain the students’ interest in a lesson, motivate them to perform and prepare them

physically for the tasks ahead. The activities should be fun and vigorous and aim to engage each child in enough activity

to raise a light sweat on the forehead. Preparing the body with a warm-up will reduce the chance of injury and increase the

level of performance. The following games and activities are warm-up suggestions that have been used by other teachers.

Catch Everyone

The catcher, wearing a bib or braid, runs about tagging anyone within reach. Any student tagged becomes a chaser for the

remainder of the game. The last person to be tagged wins and is the chaser for the next game.

French Tag

One student is designated as the chaser and tries to tag people. Other students run away from the chaser. Those students

who are tagged become a chaser and put their hand on the spot on their body where they were tagged while they chase

those who have not yet been caught.

Rats and Rabbits

Students work with a partner. Partners sit with their backs to each other approximately a metre apart in two separate lines.

One line is called Rats and the other Rabbits. The teacher or a designated student then calls, “Rats” or “Rabbits”. The

people in the group called stand and run over a line about 5 metres away. The partners chase and attempt to tag them. The

game then begins again.

Balance Tag

Two or three people put a hand on their hip for identification as “caught” players. The other players scatter within the area

and are “safe” by performing a balance designated by the teacher or a student at the beginning of the game. The “caught”

players attempt to tag others before they become “safe”.

Freight Train Tag

Groups of four. Three children stand in line with hands placed on the hips of the person in front. The fourth child is the

chaser and tries to join the end of the “train”. If successful, the first person becomes the chaser.

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here, There and EverywhereA student is the caller. On “here”, the caller points to the right and the students run in that direction. When the caller says “there” and points to the left, the students run in that direction. On “everywhere”, students run in any direction.

dodge and MarkChildren form pairs. One child tries to lose his/her partner, who attempts to keep within an arm’s length at all times. Change roles after 20 seconds.

One against ThreeGroups of four. Three join hands and form a circle. Designate one of the three as “it”. The fourth player is the chaser. Keeping the circle intact, the three move in different directions with the aim of keeping the chaser away from “it”.

line TagThis game is played on a asphalt area with connected lines (e.g. netball/basketball court). Players move along the marked lines (no cutting corners or jumping across to other lines). One or two players begin as the “tagger” (identified by braids). When others are caught they put on a braid and help to tag the remaining participants.

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APPENdiX C

Methodology and Assessment SelectionAll stages undertaken to develop the Fundamental Motor Skills Manual were in accordance with guidelines determined by the Department of Education. The development of the manual was completed in a number of stages which are outlined below.

Stage 1The initial stage of the development process involved an extensive review of current and available literature from Australia and overseas in the area of fundamental motor skills. From this literature the fundamental motor skills which were stated as important were recorded and the frequency of this was also tallied. Forty-eight fundamental motor skills were most commonly stated as essential skills for children of primary school age.

Stage 2A list of consultants in the field of fundamental motor skills was developed. The consultants included practising primary and secondary physical education teachers, professional association and sporting organisation representatives, sports scientists, coaches and university lecturers. The consultants were invited to participate in a consensus forming process to assist in the selection of skills to be included in a test of fundamental motor skills for use with Australian children of primary school age. Fifty-two consultants agreed to participate in the project.

Stage 3The panel of 52 consultants was asked to review the 48 identified motor skills in terms of:• their importance in the development of the skill in children of primary school age • theirrankingagainsteachother.

Twelve skills were identified by the consultants as being essential for primary school children to learn. These skills were the:

Catch Ball Bounce

Overhand Throw Run

Kick Leap

Punt Dodge

Forehand Strike Vertical Jump

Two-hand Side-arm Strike Directions in Space

This review process enabled the team to select the most important fundamental motor skills for use in the assessment.

P a g e 4 5


Stage 4

The literature was again reviewed to identify the components of each of the 12 fundamental motor skills. This fundamental motor skill component list was reviewed by the consultants who were asked to identify the critical components for each fundamental motor skill by:

• consideringeachcomponentlistedforeachskill

• ratingeachcomponent’simportancetothedevelopmentoftheskill

• commentingonthewordingusedtodescribethecomponent

• addingtothelistofcomponents,ifnecessary

• commentingontheskillstatement(statementdirectingstudentswhattodo).

Each response from the consultants was recorded and adjustments made to the fundamental motor skill descriptions. A set of protocols was devised by the research team from this process describing the final 11 fundamental motor skills selected. Directions in space was omitted from the final list due to the difficulty in assessing this skill.

Stage 5

The reliability of each of the individual fundamental motor skill assessment items was established using a group of 42 primary school children over a 7 day test–retest cycle. Subjects included 3 boys and 3 girls from Year Prep to Year 6, who were randomly selected from alphabetised year level lists for the school. Three subjects were not available to complete the retest portion of the reliability cycle.

Reliability estimates (alpha coefficient method) for each fundamental motor skill are listed below.

Catch (.92*) Ball Bounce (.94*)

Overhand Throw (.92*) Run (.17)

Kick (.78*) Leap (.13)

Punt (.86*) Dodge (.70*)

Forehand Strike (.95*) Vertical Jump (.74*)

Two-hand Side-arm Strike (.90*)

(* Significant at p < .01)

Stage 6

A statistical consultant was employed to provide a stratified random sample of large and small government, independent and Catholic schools from country and metropolitan regions of Victoria. Approval to conduct the research was sought and received from the Department of Education, the Catholic Education Office and the Royal Melbourne Institute of Technology.

P a g e 4 6


Stage 7

Twenty-six schools were contacted and invited to be involved in the project. Four alternative schools were contacted and

invited to become part of the project in the event that schools rejected involvement. Once the required number of schools

had accepted an invitation to become involved, they were sent the details of the school’s involvement. Each school who

agreed to participate in the project was required to elect a school contact person to whom all correspondence could be

addressed. A list of responsibilities of the schools’ contact person was sent as well as parent consent forms and a parent

survey to determine parents’ feelings about physical education. The contact person of each school was subsequently

contacted by telephone to arrange data collection dates.

Stage 8

The selected fundamental motor skill assessment items were trialled across the 26 primary schools over a period of three

months. A team of 12 experienced and qualified physical education teachers administered the surveys. Each member of

the team had participated in a training program to ensure consistency in the administration of the protocols. The protocols

used during the data collection were determined as a result of the processes undertaken during stage one. Each of the

schools were given a copy of the protocols and the administrators of the assessment referred to them during the data

collection.

Stage 9

During data collection, the students’ performances were videotaped. Three evaluators were trained in the assessment of

fundamental motor skills. The evaluators fundamental motor skill assessment accuracy was determined by comparing their

performance against a criterion set of video clips that had been scored by two fundamental motor skill experts. Once the

evaluators were able to accurately assess each of the 11 fundamental motor skills with an 85 per cent accuracy in

comparison to the experts, they were allowed to undertake the reliability (consistency) procedure. Consistency was

determined by a test–retest assessment of a videotape of 10 children (5 boys, 5 girls) demonstrating each of the 11

fundamental motor skills. Once the evaluators were able to consistently assess each of the 11 fundamental motor skills

with an 85 per cent consistency, they were allowed to commence the assessment of the videotapes collected from the 26

schools.

P a g e 4 7


APPENdiX d

Participants in the Study

data Collection TeamThank you to the team that collected the fundamental motor skills data from schools in Victoria:

Christine BarkerPaul BrownRoger DouglasDamien FarrowDr Bernie HollandHelen MursellJane NatoliDespi O’ConnorJusten O’ConnorBrad RhodesJenni SpinksRosemary TreloarDr Jeff Walkley

AdvisorsSincere appreciation is extended to the following people who served as advisors to the working party:

Dr Peter Tremayne University of SydneyDr Gordon Treble University of Western SydneyRick Baldock Australian Sports Commission, CanberraSue Baker-Finch Australian Sports Commission, CanberraJames Spink Aussie Sport UnitSteven Leitch Aussie Sport UnitJohn Buchanon Aussie Sport UnitPeter Wright Sport and Recreation, VictoriaKim Nichols Office of Sport and Recreation, New South WalesTricia Robertson ACHPER (Victoria)Connie Nelson ACHPER (National)Anne Clarke University of Western AustralianPatricia Denham University of CanberraLindsay Ellis Academy of Sport, QueenslandDr Lynn Embrey Edith Cowan University, Western AustraliaDr Wilf Ewens University of New South WalesImke Fischer Australian Catholic UniversityHelmut Geiblinger Victoria University of TechnologyDr Ken Hawkins Ballarat University, Victoria

P a g e 4 8


Dr Debbie Hoare Australian Sports Commission, Canberra

Dr Wayne Maschette Deakin University, Victoria

Dr Lars McNaughton University of Tasmania

Dr Tony Morris Victoria University of Technology

Cameron O Beirne Surf Lifesaving Association, Western Australia

Dr Carolyn O’Brien Queensland University of Technology

Dr Helen Parker University of Western Australia

Michael Poulton Ballarat University, Victoria

Brad Rhodes Ballarat University, Victoria

Dr Rob Sands Deakin University Victoria

Dr Ross Smith Australian Sports Commission, Canberra

Dr Bill Webb Westmead Sports Centre, New South Wales

Jeffrey Wollstein Squash Australia, Queensland

Dr Mark Anshel University of Woolongong, New South Wales

John Halbert University of South Australia

Dr Ashley Woodcock University of Newcastle

Grant Garwood ACHPER (Tasmania)

Sue Crow National Australian Football Council, Melbourne

Kevin Madden National Australian Football Council, Melbourne

Ian Robertson University of South Australia

Gary Powell Brunswick Primary School, Victoria

Geoff Pearce Sports Development, South Australia

Kerry Thompson University of Newcastle

Neil Barras RMIT, Victoria

Dr Ken Alexander Edith Cowan University, Western Australia

Anna Fullarton ACHPER (Darwin)

Dr Patsy Tremayne University of Sydney

Dr John Wann University of Queensland

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Participating SchoolsGratitude is directed to the schools who participated in the research that led to the development of the Fundamental Motor Skills manual.

Pilot Schools: Altona West Primary School AltonaAspendale Primary School AspendaleBirmingham Primary School LilydaleCarey Baptist Grammar School KewCaulfield Primary School Caulfield SouthChiltern Primary School Chiltern Echuca South Primary School EchucaFindon Primary School Mill ParkGood Shepherd Lutheran School CroydonHarrisfield Primary School Noble ParkIvanhoe Grammar School IvanhoeKeilor Downs Primary School Keilor DownsNarre Warren Station Primary School Narre WarrenNazareth School BelmontNorthcote Primary School NorthcoteOur Lady’s School SunshineSkye Primary School SkyeSt Bernard’s School WangarattaSt Mary’s School BairnsdaleSt Mary’s School DandenongSt Mary’s School KynetonSt Michael and St John’s School HorshamStawell Primary School StawellThomastown West Primary School ThomastownTraralgon East Primary School TraralgonVermont Primary School VermontWarrnambool East Primary School Warrnambool

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Notes

For individual items only, indicate below

Postcode:

• The manual provides teachers with the specific skill components, age appropriate benchmarks and class master checklists.

• The activities resource provides over 250 activities for the teaching of fundamental motor skills.

• The video presents student demonstrations of the 11 skills in slow motion, to use as an aid for practising skill observation.

• The set of 11 posters graphically presents each of the skills in terms of assessment procedures, performance criteria components on each skill and age appropriate benchmarks.

Send to : ACHPeR GPo Box 412C MelBouRne 3001 tel: (03) 9686 4611 FAx: (03) 9686 4622 eMAil: [email protected]

Fundamental Motor Skills• theoverhandthrow• kick• ballbounce• dodge• catch• forehandstrike• run• verticaljump• punt• two-handside-armstrike• leap

Contact Person: _______________________________

Delivery Address: _______________________________

_______________________________

_______________________________

Order No.: _______________________________KI C KK I C K

P R O C E D U R E S• Demonstrate the requirements of the kick.

• Organise 1 or 2 students to stand 10–20 metres in front of the

kicker so as to retrieve any balls kicked towards them.

• Place a ball on the spot marked (a bean bag may be used to

prevent a ball rolling away).

• Ask the student to kick the ball hard and return to the starting

line after each kick.• Allow a pause between each kick.

P E R F O R M A N C E C R I T E R I A

1. Eyes are focused on the ball throughout the kick.

2. Step forward with non-kicking foot placed near the ball.

3. Bend knee of kicking leg during the backswing for the kick.

4. Hip extension and knee flexion of at least 90 oduring

preliminary kicking movement.

5. Contact the ball with the top of the foot.

6. Forward and sideward swing of arm opposite kicking leg.

7. Kicking leg follows through towards the target after ball contact.1

2

3

6 5 4

7

FU N D A M E N TA L MO T O R SK I L L S


213 4

56 7

BA L L BO U N C E

B A L L B O U N C E

P R O C E D U R E S• Demonstrate the requirements of the ball bounce.

• Ask the student to stand on the mark, side-on to the video

camera/teacher, and start bouncing the ball on the command

“go” and to keep bouncing until given the command “stop”.

P E R F O R M A N C E C R I T E R I A

1. Eyes focused forward throughout the bounce.

2. Contact the ball with the fingers of one hand at

about hip height.3. Wrist and elbows bend then straighten to

push the ball.4. Hips and knees slightly flexed during the bounce.

5. Ball bounces in front of and to the side of the body.

1 4

352


F U N D A M E N TA L M O T O R S K I L L S

213

45

TW O-H A N DS I D E -A R M ST R I K E

T W O- H A N DS I D E - A R M S T R I K E

P R O C E D U R E S• Demonstrate the requirements of the two-hand side-arm strike.

• Throw the ball towards the student from 5–10 metres away.

Only count those throws that go past the student at a height

between the student’s knees and shoulders. • Ask the student to strike the ball past the person throwing the ball.

• Be sure the student returns to the starting position after each strike.

• Instruct the thrower to allow a pause between each strike.

P E R F O R M A N C E C R I T E R I A1. Eyes are focused on the ball throughout the strike.

2. Preferred hand grips bat above non-preferred hand.

3. Stand side-on to the target.4. Bat held behind shoulder prior to the strike.5. Step towards target with foot opposite preferred hand during

the strike.6. Marked sequential hip to shoulder rotation during the strike.

7. Ball contact made opposite front foot with straight arms.

8. Follow through with bat around body.

12

6

4 738 5



1 3 4 5 6 7 8

2

L E A PL E A P

P R O C E D U R E S• Ask the student to begin at the starting point and toapproach the take-off box and leap from within the square

as far as they can.• Ask the student to repeat the leap.

P E R F O R M A N C E C R I T E R I A1. Forward movement sustained throughout the leap.2. Eyes focused forward throughout the leap.3. Take off from one foot and land on the opposite foot.4. During flight legs are straightened with the arms held inopposition to legs.5. Controlled landing without losing balance.

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3 54FU N D A M E N TA L MO T O R SK I L L S


21 3 4 5

RU NR U N

P R O C E D U R E S• Demonstrate the requirements of the run.• Ask each student in turn to run as fast as they can from one

cone until they have gone past the other cone, turn and runback to the start.

• Repeat the run once more.

P E R F O R M A N C E C R I T E R I A1. Eyes focused forward throughout the run.2. Knees bend at right angles during the recovery phase.3. Arms bend at elbows and move in opposition to legs.4. Contact ground with front part of foot.5. Body leans sightly forward.

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FU N D A M E N TA L MO T O R SK I L L SF U N D A M E N TA L M O T O R S K I L L S

21 3 4 5

A Manua l for C lassroom Teachers

A Manua l for C lassroom Teachers



IN S T R U C T I O N A L


P R O D U C E D B YPhysica l and Spor t Educat ion

Depar tment of Educat ion Victor ia 1998

Physica l and Spor t Educat ion

VIDEOVIDEO

Fundamental Motor Skills ResourcesOrder Form

Innovative resources designed for the teaching of fundamental motor skills, particularly for students in their formative years.

❏ Kits Fundamental Motor Skills Kit @ $90.00 $ ________

❏ Copies Fundamental Motor Skills Manual @ $20.00 $ ________

❏ Copies Fundamental Motor Skills Activities Resource @ $30.00 $ ________

❏ Copies Fundamental Motor Skills Instructional Video @ $15.00 $ ________

❏ Sets Fundamental Motor Skills Posters @ $15.00 (11 Posters per set) $ ________

Handling Fee $3.00 Cheques made payable to ACHPER Victoria

TOTAL $AUD ________

Includes all the resources listed below, packaged in a durable compact folder.

RE S O U R C E

C T I V I T I E S

AAN


for C lassroom Teachers

for C lassroom Teachers

I T


Resource KitResource Kitfor Classroom Teachers

P a g e 5 2


Notes

A Manual for Classroom TeachersA Manual for Classroom Teachers

Fundamental motor SkillSFundamental motor SkillS







Fm s Teacher Manual 09

Documents

Transcript of Fm s Teacher Manual 09